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" ... Another persistent issue in Africa is the skills gaps, with the young workforce lacking resources and training to compete at a global standard. AAN and Baboon are addressing that in partnership with Boston Media House (part of Boston College South Africa), launching a Baboon Animation Academy and Fukamela (IsiZulu for “incubator”). The initiative is expected to be unveiled once schools in South Africa reopen after COVID-19. Rorke’s organization is also working to improve the rigor of arts curricula in South Africa’s black townships to train a cohort of talent capable of working to global standards. ... "
" ... Despite excellent individual thought-leaders in business schools, there has been little change in the core curricula of business school teaching as a whole. The disconnect between what is taught and the vast ongoing societal drama under way continues. And it’s difficult to discuss, because such a discussion could put in question careers, competencies, job tenure, values, goals, and assumptions of the role of the business-school in the world. ... "
" ... Futures literacy could therefore be a positive addition to arts curricula worldwide, one of the rare skills that could profitably be taught to all artists working in media ranging from oil paint to community activism. The residuals could be considerable, given how powerfully art can nurture futures literacy in the general public. There is likely to be a compounding effect, in which every artist exposed to futures literacy could reach audiences in the thousands or millions. Those big numbers are needed if humanity is to take conscientious command of the vast power our species currently wields over the planet and future generations. ... "
" ... The above curricula follows the venture capital method that focuses on the idea, the strategy, and VC. The assumption seems to be that VCs, mentors and other “volunteers” will help take the idea developed by the students to a level where the VCs can fund it and select someone qualified to lead it. The implied assumption seems to be that the idea needs to be exploited and there is no need to train the student. Will the student get any benefits or get to lead the venture given that VCs find professional CEOs on about 30% of their ventures? Perhaps, but by the time the venture goes through multiple rounds of funding and suffers from dilution from the VCs and the various members of the professional management group that grab stock options, the students will be lucky to get a few shekels. ... "
" ... There was certainly a high level of interest in certification and training. Our survey results showed that virtually all of the industry believes good training programs are necessary for the advancement of the industry. When it comes to certification, however, only 55% believe that it is necessary. What we learned is that no single certification has emerged as the go-to certification that guarantees job security and increased salary. Certifications do showcase intellectual curiosity and can be valuable, no question; but, there has not been a huge movement in eDiscovery certifications this year. The recognition that eDiscovery training and education are so important, though, indicate that 2013 could be a year for educational programs to gain more traction. This will be helpful as eDiscovery maturity grows and professionals need more granular and specific curricula. ... "